Career Development and Inclusive Practice

Contents







Ch1. A bit about our book


Why we wrote it


What's in it


What we mean by career guidance


Format


Reflective practice


Disability and learning support needs


About us


Taking a very personal view





Ch 2. Regulate, Relate and Communicate


Senses - taste, smell, sight, hearing, and touch, proprioceptive and vestibular


Sensory toolkits


Auditory and visual illusions


Too much information


Speech


Assisted communication


Asking questions


Pre-session information





Ch 3. 'Disability'


Models of disability


Nothing about us without us


How does disability affect decision making?





Ch 4 Impairment and adjustments


Making reasonable adjustments to career guidance


Engaging/relating


Planning


Making changes to the environment


Making changes to the format of interventions


Changes to how we provide information


Ideas for reflection


Speech, including




Dyspraxia/developmental co-ordination disorder (DCD)
Dysarthria
Dysphasia
Stammering
Selective mutism
Non-verbal autism
Tourette syndrome (TS)
Cerebral Palsy
Down Syndrome
Brain injury
D/deaf


Signing





Ch 5 Navigate the systems of support


Education learning support systems in England, Northern Ireland, Scotland and Wales


Special Educational Needs, Additional Support for Learning, Additional Learning Needs, Additional Educational Needs


Local offer


Colleges


Specialist colleges


Higher Education


Supported Internships


Inclusive apprenticeships


Support in work and for job-seeking


'Disability Confident'


Grants, bursaries and charitable organisations


Health and social care


Transition





Ch 6 Ethics and Agendas


Impartiality and transparency


Reflective practice


Inclusivity within ethics


Common challenges


Government agendas


Education agendas


Funding


Ableism


Media





Ch 7 Creating individualised approaches


Self


Social stories


Comic strip conversations


Opportunities


Decisions


Transitions


'Important to'


Supporting families.


Short lives - Parallel planning


Just one thing


Demand avoidance





Ch 8 How we organise interactions


Length of session


Introductions


Room set Up


Someone else in the room?:


Circles of support?


Working with the staff who support learning


Pen profiles





Ch9 Action Planning and Information sharing


Things to consider when you're writing a plan:


SMART/Er


Diversify the questions:


Thinking differently


Triggers and blockers


Punk action planning


Do it together


Time


Back up plans


Sharing action plans


Information sharing


Enthusiastic consent!


Inclusive approaches


Inclusive by design


Colours matter


Person-centred planning


Paths, maps and circles


Cloud map





CH10 Using Theory in Our Practice


Career theory


Social pedagogy


Sensory integration


Play


Loose parts


Our 'Relate' model





Ch 11 Legislate and Advocate


Policy and legislation


Equality, equity and discrimination


Mental capacity


Safeguarding


Advocacy


Disclosure





Ch 12 Glossary





Online - Links to Resources


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Afterword

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• Defiviência: aspectos sociais
• Ensino de grupos específicos e pessoas com necessidades educativas especiais
• A educação de adultos, aprendizagem contínua
• Orientação de carreiras
• Aconselhamento de carreiras e sucesso
• Estudo e habilidades gerais de aprendizagem:
• Ensino de alunos com dificuldades específicas de aprendizagem, necessidades
• O ensino de alunos com deficiência física
• Ensino de alunos com dificuldades emocionais e comportamentais

special needs; disability; inclusivity; SENCo; careers training; CDI framework